Describe your school's strengths and needs based on a school improvement document, such as the school's SALT visit report, its SALT survey data, or its school improvement plan.
The SALT survey points out the very obvious physical space constraints as well as, building condition that effects teachers at Cole everyday. The M.S. building is very outdated, and in need of major repairs. Teachers have limited space within their classrooms, and some teachers are required to travel around to a different classroom each period. The traveling teachers are not the only ones inconvenienced by this set up. Classroom teachers do not have access to their room while the travelers are teaching, this creates an even bigger problem for science teachers because many labs and activities require equipment set up and prep. The town of EG did vote for a new M.S. which is currently in the construction phases behind the current building. Although teachers are looking forward to moving into their new building (in the Spring of 2011), the construction itself has created other space and building issues. The gym, along with the main corridor and several classrooms were demolished this past summer. Students now have to board a bus to the high school for gym class,the "front door" is nowhere to be found, and some classrooms still have windows that used to be directed into the courtyard, but are now directed into a newly constructed hallway.
Another recommendation that SALT had for Cole was to focus more on lower level learners. The survey pointed out that Cole is considered a "high performing" school, based on standardized tests, yet, is not categorized as an "improving" school. For a "high performing" school, the number of IEP's, 504's, behavior interventions and PLP's on my team alone is astounding. Every week it seems as though another student is being recommended for RTI. Due to the fact that classes are homogeneously grouped at Cole, it is my impression (although not in science) that the lower level classes are not held to the same standards as higher level classes. Lower performing students are almost coddled to the point of no return, and no individual responsibility. SALT suggested that Cole hold all students to high standards, and that the "improving" school status could be attained by focusing more on the lower level learners, and their overall success.
Hi Sarah,
A very interesting summary. Did I hear right that you're in a temporary classroom? If so, how has this affected your ability to plan and teach? I was also interested in Cole's challenge of addressing the needs of all learners. At Cole, what does "homogeneous grouping" entail? What does it mean to "coddel" a low performing student beyond the point of no return? What do you think teachers need to know in order to address the needs of low performing students and set high standards for everyone? - fogleman Feb 7, 2010
Describe your school's strengths and needs based on a school improvement document, such as the school's SALT visit report, its SALT survey data, or its school improvement plan.
The SALT survey points out the very obvious physical space constraints as well as, building condition that effects teachers at Cole everyday. The M.S. building is very outdated, and in need of major repairs. Teachers have limited space within their classrooms, and some teachers are required to travel around to a different classroom each period. The traveling teachers are not the only ones inconvenienced by this set up. Classroom teachers do not have access to their room while the travelers are teaching, this creates an even bigger problem for science teachers because many labs and activities require equipment set up and prep. The town of EG did vote for a new M.S. which is currently in the construction phases behind the current building. Although teachers are looking forward to moving into their new building (in the Spring of 2011), the construction itself has created other space and building issues. The gym, along with the main corridor and several classrooms were demolished this past summer. Students now have to board a bus to the high school for gym class,the "front door" is nowhere to be found, and some classrooms still have windows that used to be directed into the courtyard, but are now directed into a newly constructed hallway.
Another recommendation that SALT had for Cole was to focus more on lower level learners. The survey pointed out that Cole is considered a "high performing" school, based on standardized tests, yet, is not categorized as an "improving" school. For a "high performing" school, the number of IEP's, 504's, behavior interventions and PLP's on my team alone is astounding. Every week it seems as though another student is being recommended for RTI. Due to the fact that classes are homogeneously grouped at Cole, it is my impression (although not in science) that the lower level classes are not held to the same standards as higher level classes. Lower performing students are almost coddled to the point of no return, and no individual responsibility. SALT suggested that Cole hold all students to high standards, and that the "improving" school status could be attained by focusing more on the lower level learners, and their overall success.
Hi Sarah,
A very interesting summary. Did I hear right that you're in a temporary classroom? If so, how has this affected your ability to plan and teach? I was also interested in Cole's challenge of addressing the needs of all learners. At Cole, what does "homogeneous grouping" entail? What does it mean to "coddel" a low performing student beyond the point of no return? What do you think teachers need to know in order to address the needs of low performing students and set high standards for everyone? -